Principles & Practices

Principle

Successful practices promote shared experiences in which language is used as a meaningful tool to communicate interests, ideas, and emotions.

A positive consequence of culturally responsive teaching practices is that the teacher's communication in the classroom is better received when children can relate to the language and content being presented. When children can relate to the language and content being presented, communication in the classroom is greatly improved. By engaging in practices that promote learning through shared experiences, children become more competent, bilingual/bicultural learners.

Practices:

• When introducing a vocabulary word, make the connection between it and related words in one or more of the children's languages. If you are not bilingual, access the bilingual abilities of other colleagues or family members. For example: After reading a story about the circus, the teacher can connect circus with el circo (in Spanish) or le cirque (in French) and also connect this to the word "circle" in English.
• For children with disabilities, use the sign or picture symbol of the word, as well as a voice output device with the pre-recorded label in the child's home language and English.
• Maintain a consistent routine, along with a picture or photo schedule so that, with a little observation, English Learners (with and without disabilities) can pick up clues about what to do next.
• Demonstrate how to make requests, initiate conversations, and how to "take the floor".
• Present new vocabulary in a context in which the child can determine the meaning rather than in isolation, as in lists. It is especially important that language occur in the context of the "here and now". Whenever possible, use real items, a toy version of the real item, a photograph of the item, and/or a drawing of the item.
• Promote and assist peer interactions in order to provide opportunities for English learners, including English learners with disabilities, to communicate with peers who are more fluent English speakers and can serve as language models.
• Keep language a step beyond the child's current development, but not too far. As the child's language develops, adults should gradually increase the complexity of their language.